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621.
Numerous studies have evaluated the effects of pedagogical agents on students’ learning outcomes, but so far, beneficial effects
have not been consistently demonstrated. The ambiguous results might partly be due to the strong emphasis on cognitive outcomes,
which is characteristic for research in teaching and learning. The paper suggests a shift of attention to socio-emotional
and relational variables, which might be considered as relevant moderator variables in learning or even as learning outcomes
per se, for example, in social learning. In order to achieve this goal, we suggest a systematic account of the results from
social psychology and in particular from nonverbal communication research, and findings from studies on the social effects
of embodied agents in general. This perspective will include (1) a distinction between static and dynamic aspects of embodiment,
such as the visual appearance of agents and their nonverbal behavior, and (2) a more systematic approach concerning the functions
of embodiment and nonverbal behavior, such as modeling, discourse and dialogue functions, and socio-emotional effects. A further
argument addresses the necessity of complementing outcome measures by process measures, which are sensitive to the tasks and
the changing situational demands that occur during learning processes and tutor-learner interaction. 相似文献
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624.
Flor R. Calero Christopher Dalley Nicole Fernandez Tania Marie Davenport-Dalley Stephanie L. Tatum 《Journal of Latinos & Education》2014,13(1):33-43
This study examined how Hispanic students’ academic self-concept influences the independent variables of family academic expectations, peer relationships, schoolwork, and student–teacher relationships. A survey was administered to 222 ninth-grade students in Long Island, New York, 99 of whom self-identified as Hispanic. A structural equation model analyzed the influence of the independent variables on the dependent variable, academic self-concept. A multiple regression analysis indicated that peer relationships, family academic expectations, and schoolwork were significant predictors of students’ academic self-concept. Peer relationships was a modifying variable on students’ academic self-concept. 相似文献
625.
L. Oriana Linares Nicole Rosbruch Marcia B. Stern Martha E. Edwards Gillian Walker Howard B. Abikoff Jose Ma. J. Alvir 《Psychology in the schools》2005,42(4):405-417
This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher‐led program designed to promote cognitive‐social‐emotional (CSE) skills, including student self‐efficacy, problem solving, social‐emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self‐efficacy, problem solving, social‐emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 405–417, 2005. 相似文献